The Development of the Encouragement Difficulties Inventory

• Main Authors: Hsing-Jung Huang, 黃信榮
• Other Authors: Yuh-Yin Wu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/12894693418885161617

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 103 === This research studies the factors and the substances of encouragement difficulties, and constructs an inventory. Our initial inventory is constructed through extensive literature studies in multiple facets of encouragement difficulties. The inventory is further revised to incorporate responses from elementary school teachers, opinions from an Adlerian professor, and pilot tests analysis. We collected a total of 584 questionnaires from elementary school teachers in northern Taiwan, and analyzed those using statistical tools such as description statistics, factor analysis, structural equation model, Pearson’s correlation analysis, t-test, and hierarchical regression. Nonetheless, our analysis provides statistical evidence in the reliability and validity of the proposed inventory, including internal equity, structural validity and external related validity. The major findings of this research are as follows: 1. We identify six facets of encouragement difficulties. These include “doubt of using encouragement”, “lack of viewpoint on encouragement”, “discomfort of the body and mind”, “insufficient expressing skill”, “negative response from encouraged subject” and “barrier from surrounding others ”. These six facets allow us to have a thorough discussion of encouragement difficulties. 2. The proposed inventory obtains high scores in all assessments, suggesting the inventory has good reliability and validity. 3. We observe negative correlations between the scores from Encouragement Difficulties Inventory and the scores from Teacher Efficacy Inventory. Higher encouragement difficulties can imply lower teacher efficacy. 4. From comparative analysis, we make three observations: a) male teachers score higher than female teachers, b) teachers with guidance background score lower than those without guidance background, and c) older teachers score lower. Finally, we provide insights and guidelines to the design of Adlerian encouragement course. We also provide discussions on the implications of our results in future research directions and education practice.